Elected as faculty representative to leadership team;
communicated teacher concerns and recommendations to the leadership team; led regular teacher meetings to discuss school issues
Not exact matches
They believed there was a creator, but he didn't
concern himself with our daily lives and he didn't
communicate with us, and Jesus was a great
teacher but he certainly wasn't divine.
It is important to
communicate with your child's
teachers concerning upcoming transitions.
Communicate with the
teachers if there are any
concerns about the subjects involved each day.
Principal Alonzo Brown of Crump Elementary in Memphis discussed ways to
communicate with custodians and
teachers to meet and overcome
concerns about in - classroom breakfast, like meal delivery and garbage disposal.
Communicate any
concerns with the supervising
teacher and ask questions at every opportunity;
As a
teacher ~ it really comes down to how you deal with them ~ particularly in how you
communicate with them and respond when they have questions or
concerns.
It is very important to
communicate issues or
concerns with your
teacher.
Perhaps more than anything else, the results from the Students as Allies surveys urged
teachers and students to
communicate more openly and regularly — about what helps and hinders teaching and learning, what
concerns them, what they value.
• The Hope Street Group utilizes
teacher leaders to
communicate directly with
teachers and encourage
teachers to voice their opinions
concerning current education issues.
Comments and or
concerns may be
communicated between
teacher and parent through E-mail.
Cornelius - White (2007) notes that
teachers must see their (students) perspective, «
communicating it back to them so that they have valuable feedback to self - assess, feel safe, and learn to understand others and the content with the same interest and
concern.»
School leadership should
communicate frequently with staff; the principal and administrators should have an open - door policy so that
teachers and staff can come forward with questions and
concerns as they arise.
Teachers must be able to communicate effectively when collaborating with teacher assistants, special education teachers, administrators and support staff, as well as when sharing observations and concerns with
Teachers must be able to
communicate effectively when collaborating with
teacher assistants, special education
teachers, administrators and support staff, as well as when sharing observations and concerns with
teachers, administrators and support staff, as well as when sharing observations and
concerns with parents.
Although busy
teachers — particularly those at the secondary level — do not have the time for extensive interaction with all students, some
teacher actions can
communicate personal interest and
concern without taking up much time.
Communicate and collaborate with other
teachers and school administrators Motivate and support students in reaching high levels of personal and academic success; including proactively collaborating with the dean of student culture and social worker to address attendance
concerns.
While speaking on how to
communicate the benefits of sport to a younger generation, Rogge decided to pick the easy target and push those buttons that will get
concerned parents,
teachers and politicians nodding their heads in agreement.
More Than You Wanted to Know About John Baldessari presents Baldessari as storyteller, moralist,
teacher and occasional gadfly, always
concerned to accomplish what he describes as the central task of art making: to
communicate in a way that people can understand.
Effectively assisted and taught students of varied academic / age levels, diverse cultural backgrounds and behavioral
concerns; assisted with classes of as many as 14 students;
communicated with
teachers, administrators and parents; build a positive rapport with students
Assistant English
Teacher — Somerset High School, Somerset, TX — 9/2007 — 8/2008 •
Communicated with parents and guardians, answering questions and addressing
concerns • Attended regional and national teaching conferences to learn the latest advances in education and new teaching methodologies
• Demonstrated ability to assist in the creation and implementation of core lesson plans in accordance to set curriculum rules • Efficiently able to handle student arrivals and departures by carefully logging them in and out of the school premises • Well - versed in assisting the school office with administrative tasks such as record - keeping and file systems development • Proven record of managing student behavior within the classroom and ensuring that any untoward incident in school hallways is handled with discretion • Exceptionally well - versed in distributing assignments and resources and assisting students in understanding concepts taught in class • Deeply familiar with operating and maintaining equipment such as projectors and computers to assist in teaching endeavors • Qualified to handle the meal counting system and supervise students during meals and outdoor activities to ensure their safety and wellbeing • Competent at monitoring student transition in hallways and
communicating with
teachers about student behavior
concerns • Focused on observing students in class and during outdoor activities to determine any signs of discomfort or distress and effectively
communicating feedback to the lead
teacher
/
Communicating /
Communicating with Children /
Communicating with guarded children / Communication / Communication amongst youth / Community (1) / Community (2) / Community capacity (1) / Community capacity (2) / Community child care workers / Community Homes with Education / Community meetings / Community programs / Competence (1) / Competence (2) / Competence (3) / Competence (4) / Competence - based ecological perspective / Competence - centered perspective / Competence in context / Competency models / Competency promotion / Competency today / Competent child / Complex problems, simple explanations /
Concerns about young carers / Concurrent work with family and child / Confidentiality (1) / Confidentiality (2) / Conflict cycle example / Conflict management / Conflict resolution / Conflict resolutions / Conflicts of theory / Congruence in children's best interest / Connect, clarify and restore / Connecting / Connecting with practice in family support training / Connotations / Consequences / Consultancy / Consulting children / Containment (1) / Containment (2) / Context (1) / Context (2) / Context (3) / Context (4) / Context (5) / Context of relationship (1) / Context of relationship (2) / Context of silence / Contexts / Contextual planning / Continuity / Continuum of care challenged / Contracting / Control and relating / Control versus treatment / Cookies / Co-operation between children / Core categories / Core of our work / Cost of prevention / Counselling relationship / Counsellors and
teachers / Countering depression / Courage to care / Crafting strategy / Creating a sense of belongng to a community / Creating curiosity / Cross-professional collaboration / Crime: Individual or society?
Whenever we had any issue
concerning either one of our daughters we were able to directly
communicate with the principal and the
teachers to help find a solution to resolve the problem in an expeditious manner.